La voz del alumnado en el aula: una propuesta dialógica en educación primaria

Lately the methodologies supported in the recovery of the student voice have become relevant. However, there are still many theoretical and practical questions about it. From an observational study developed in a Primary classroom, we analyse how can be created conditions to heard the voice of the students and to improve learning, from two dimensions: instructional and educational. Applying a qualitative methodology as a single case study based on systematic observations, interviews and document analysis allowed us to discuss the issues, processes and results of the implementation of a dialogic methodology in the classroom. We analysed the issues, context and strategies used in dialogic interaction situations. Positive effects were observed related to the improvement of classroom climate, motivation and learning. Also, have derived some guidelines to develop cooperative learning and autonomous thinking in students of Primary Education.